Engaging Students: High Expectations for All

Unit code: EEC2101 | Study level: Undergraduate
(Generally, 1 credit = 10 hours of classes and independent study.)
Footscray Park
Online Real Time
EEC1108 - Literacy Across the Continuum 1
EEC1111 - Personal and Professional Learning for Teaching
Successful completion of the Literacy and Numeracy Test for Initial Education students.
(Or equivalent to be determined by unit coordinator)


This unit is designed to develop university students’ skills, knowledge and understanding of how to create and maintain learning environments that are responsive to the learning, emotional and social needs of students with differing interests, abilities and backgrounds across the spectrum from foundation to year 12. You will examine approaches for differentiating teaching to meet the specific learning needs of students across the full range of abilities, including those who are gifted and those with disabilities. You will also investigate teaching strategies that are responsive to the learning strengths and needs of students from diverse linguistic, cultural, religious and socioeconomic backgrounds. You will explore programs, resources and policy documents, which enable and support teachers to develop practices that cater to the specific, but differing learning needs of students so that all can participate fully within the classroom and school. This exploration will include a focus on the legislative requirements and the teaching practices that support the participation and learning of students with a disability.

This unit builds on your primary school professional experiences and supports you to articulate and reflect on important questions regarding the impact of teachers' work. In particular you will reflect on students' experiences of, and learning in, primary schools by investigating personal, school-based, theoretical and socio-cultural explanations of your experiences in educational settings, including the principles underpinning the creation of safe and secure classroom environments. This is a praxis inquiry unit in which you undertake professional experience in a primary school and have the opportunity to develop and trial a range of teaching strategies. For example you will use both verbal and non-verbal communication strategies to support student engagement. You will seek and apply constructive feedback from your teachers in order to improve your teaching practice.

Learning Outcomes

On successful completion of this unit, students will be able to:

  1. Explore approaches to the documentation of lesson and curriculum planning which facilitate a positive classroom climate that supports and encourages all students to achieve at their optimal level;
  2. Differentiate between the learning need and interests needs of students who are of different abilities, including catering for gifted students and those with disabilities, as well as those who come from diverse linguistic, cultural, religious and socioeconomic backgrounds;
  3. Identify practical approaches to use in managing challenging behaviour which includes physical and emotional bullying; and
  4. Articulate contextual understandings of contemporary life in the school and wider community including ethical conduct, and legislative requirements that take into account the rights of all.
  5. Participate in an academic community through reflective and critical engagement in academic texts and understanding of principles of academic integrity.


For Melbourne campuses

Assessment type: Assignment
Grade: 25%
Complete a PMI for a safe and engaging classroom.
Assessment type: Presentation
Grade: 25%
Collaboratively construct a challenging and differentiated numeracy or literacy lesson and teach the introductory activity.
Assessment type: Review
Grade: 50%
Critically reflect on the student welfare/discipline approaches to classroom and student management, which have been adopted by your mentor and school
Assessment type: Other
Grade: 0%
Evidence of completion of the Academic Integrity Modules

Required reading

University students will be provided with an up-to-date reading list via the VU Collaborate system.

Teaching: dilemmas, challenges and opportunities
Ewing, R, Kervin, L, Glass, C, Gobby, B, Le Cornu, R & Groundwater-Smith, S 2019, | Cengage, South Melbourne

As part of a course

This unit is studied as part of the following course(s):

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